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Title of Unit RE Today / SACRE 2014 © Worship and Festivities: How and why do Hindus celebrate Divali? Year Group 3 Gemma and Manisha have created works of art on the This unit of work for Religious theme of the triumph of light over darkness, using their Education provides non-statutory learning from the traditions of Divali to do so. exemplification of some good teaching and learning for any school to use. 1 RE Today / SACRE 2014 © Worship and Festivities: How and why do Hindus celebrate Divali? YEAR GROUP 3 ABOUT THIS UNIT: This unit uses active learning styles and strategies to help pupils aged 7-9 to understand the place of celebration and festivities in Hindu life, making links to their own experience of religious or family celebrations. It provides opportunities for discussion and debate about the place of festivals in religion, and encourages pupils to look below the surface of religious practice to think about religious beliefs and ideas as well. It provides opportunities for pupils’ own spiritual and cultural development through looking at themes of good and evil, light and darkness and unity and diversity in practice. The unit has a global dimension: Hindu festivals in India and in the UK are celebrated in ways that are similar and different. Appendix: there is a chart of progression activities on the last page of this unit. Where this unit fits in: This unit will help teachers to implement the requirements for RE by providing opportunities to learn about Hindu religion and learn from its celebrations for themselves. The study unit gives scope for the development of understanding of religious diversity and of some key Hindu beliefs and concepts (e.g. in karma, dharma, the gods and goddesses and the triumph of good over evil, light over darkness). The unit anticipates a further study of what it means for believers from different religions to celebrate their festivals and to worship later in key stage two. Estimated teaching time for this unit: 12 hours. It is recognised that this unit may provide more teaching ideas than a class will cover in 12 hours. Teachers are invited to plan their own use of some of the learning ideas below, ensuring depth of learning rather than covering everything. Issues of continuity and progression This unit enables pupils to make progress particularly by enabling them to apply prior learning about, for example, Jewish, Muslim and Christian festivals to their study of Hindu celebrations, and by encouraging further development of their skills of discussion and self- expression with regard to questions about how festivals and celebrations have an impact on people’s lives in the UK today. This connects to RE’s purposes for community cohesion. Key strands addressed by this unit AT1 Learning about religion and belief knowledge and understanding of religious beliefs, practices and ways of expressing meaning AT2 Learning from religion and belief skills of asking and responding to questions of identity, diversity, belonging and commitments. ATTITUDES FOCUS Pupils will explore attitudes of respect for all by taking note of the special place Hindus give to celebration, and thinking about their own celebrations, similarities and differences. They are challenged to see the value of a plural community, in which all are respected; open-mindedness through considering the importance of festivals in Hindu traditions, and thinking through the ways in which a society like ours should take account of religious differences. Background information for the teacher Well over half a million British Hindu people celebrate divali in this country, and in India, hundreds of millions. The festival is much studied in schools, where the biggest need is for progression and depth. Divali cards and lamps might be nice for 5 year olds, but 7-9s need to think. So the focus of the festival on light overcoming darkness and on virtues like patience, courage, hopefulness and family love is worth exploring through the storytelling and cultural awareness. 2 RE Today / SACRE 2014 © Prior Vocabulary Resources learning It is helpful if In this unit, pupils will Texts pupils have: have an opportunity to . My life as a Hindu Guy Mizon Morgan Pub Dref Wen use words and phrases . Growing up in Hinduism Jacqueline Hirst and Geeta Pandey Longman Recapped their related to: Opening Up RE: Hindus edited by Fiona Moss, RE Today 2010 knowledge and Hindu traditions and Exploring Celebrations, edited by Joyce Mackley, RE Today 2008. understanding religion: Exploring Religion Around Me, edited by Joyce Mackley, RE Today, 2007 of festivals in Divali Developing Primary RE: Stories about God, edited by Joyce Mackley, RE other religions divas Today, 2005 from earlier aum Developing Primary RE: Special Times, edited by Joyce Mackley, RE Today, units of RE mandir 2003 Rama . For information on Hindu prayer and family life, see, eg, Dilip Kadodwala, Thought about Sita 1996, Living Religions: Hinduism, Nelson Thornes, ISBN 0-17-428054-8. the Hindu Hanuman . Religion through festivals series : Hinduism Longman religion Lakshmi . Developing Primary RE: Home and Family (Worship in Hindu Home), RE Ramayana Today, ed. Mackley Become aware murti . Developing Primary RE: Faith Stories (Divali story activities) RE Today, ed. of Hindu prasad Mackley traditions in Karma . Developing Primary RE: Celebrations, Special Times, Faith Stories (Divali London and the story activities) RE Today, ed. Mackley UK. General religious . Curriculum Bank for RE – Bill and Lynn Gent Pub Scholastic pg 150/151 terms: (Photocopiable materials – Mandir) Celebrate . Hindu story and symbol Jenny Rose (BFSS National RE Centre 1997 Tel Festival 020 8891 8324 sacred . Stories from the Hindu world Jamila Gavin (Macdonald 1986) devotion . Hindu Scriptures VP Hemant Kanitkar (Heinemann 1994) shrine . The Elephant headed God and other Hindu tales Denjani Chatterjee ritual (Lutterworth Press 1989) symbol Artefacts from worship . Articles of Faith (Tel: 0161 763 6232) . Religion in Evidence (Freephone 0800 137525)] Web Hindu shrine room – see http://www.devon.gov.uk/dcs/re/places/index.html http://www.hindunet.org/god/Gods/rama/ http://www.hindunet.org/puja/ light a lamp and say your prayers – sound file. http://www.btinternet.com/~vivekananda/ - worship http://www.hindukids.org/pray.shtml - audio + text For a wide range of free downloadable Hindu deity line drawings: http://www.strath.ac.uk/curricularstudies/re/db/redrawings/hindudeities/ http://atschool.eduweb.co.uk/manorlh/hinduism/hindui.html Puja described for primary pupils BBC Religion and ethics website: search for Hinduism pages. DVD Pathways of Belief (BBC) Hinduism Contributions to spiritual, moral, social and cultural development of pupils The unit enables pupils to develop: Spiritually by discussing and reflecting on key questions of meaning and truth e.g. does good always win over evil? Is light stronger than darkness? Socially by learning about and reflecting on important concepts and experiences e.g. coming together for family and community celebrations, freedom, salvation, victory of good over evil, enjoying diversity together. Culturally by valuing diversity as they learn about different ways in which communities celebrate and remember important events and stories story, beliefs and celebrations of Divali, in the UK and the wider world. 3 RE Today / SACRE 2014 © EXPECTATIONS By the end of this unit: . Identify the main characters of the Divali story Nearly all pupils . retell the story in simple outline or by sequencing pictures. will be able to: . recognise that the terms ‘worship’ and ‘festival’ are connected with ideas about ‘God’, [Level 2] . answer some simple questions about how Hindus worship and celebrate. Describe the relevance of the story of Rama & Sita to the Festival of Divali . Describe worship at a festival, using some religious words accurately, and know the names of some Hindu gods and goddesses. Describe ways in which Hindus worship suggesting why it is important to them . Describe the use of some Hindu artefacts Most pupils will . Describe some of the festivities and practices associated with Divali be able to: . Make simple links between Divali and their own lives and celebrations. [Level 3] . Connect good and bad things which happen today, making links to the symbolism of light and darkness from the Divali celebration: e.g. discuss the question: did light win over darkness for Sita? Does it win for us? . Make links between ways of belonging to a Hindu community, and their own experiences of festival and celebration. Show clear understanding of some of the meanings of the Rama and Sita story. Respond to a range of questions relating to the meanings and purposes of the Divali festival. Use Hindu words and general religious terms confidently when expressing informed and Some pupils thoughtful ideas about Hindu festivals, identifying similarities and differences with other might be able festivals. to: . Apply ideas about triumph of light over darkness and good over evil for themselves, to new [Level 4] examples. E.g. what would change if lgood triumophed over evil in Thurrock today? . Describe a thoughtful understanding of Hindu beliefs such as karma and beliefs about the gods and goddesses. Understand festivals in their similarity and their difference ASSESSMENT SUGGESTIONS Use the activities in the last lesson of this plan to gather evidence of achievement in relation to the festival: What can we learn from Hindu celebrations and festivals? An opportunity for reflection and for ‘learning from Hindu festivals
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